Faculty & Staff

photo Corinne Zimmerman

Corinne Zimmerman

Professor
  • CURRENT COURSES
  • PSY 390.Sec 044 Advanced Research Apprenticeship
  • PSY 599.Sec 044 Doctoral Research In Psychology
  • PSY 215.Sec 001 Educational Psychology
  • PSY 499.Sec 044 Independent Research For The Masters Thesis
  • PSY 287.Sec 044 Independent Study
  • PSY 400.Sec 044 Independent Study
  • PSY 452.Sec 001 Seminar In Developmental Psychology
  • PSY 290.Sec 044 Special Projects:Research Apprenticeship
  • PSY 291.Sec 044 Special Projects:Undergraduate Teaching
  • RESEARCH INTERESTS
  • Development of scientific reasoning; Scientific literacy; Students' understanding of scientific concepts; Inductive inference
  • Ph D Psychology - 1999
  • University of Alberta
  • Edmonton, Alberta
  • Dissertation/Thesis topic: A Network Interpretation Approach to the Balance Scale Task
  • Other Psychology - 1992
  • University of Regina
  • Regina, Saskatchewan
  • Dissertation/Thesis topic: Semantic versus Episodic Memory Revisited
  • SELECTED PUBLICATIONS
  • Schwichow, M., Zimmerman, C., Croker, S., & Härtig, H. (2016). What students learn from hands-on activities. Journal of Research in Science Teaching, ,53, 980-1002.
  • Schwichow, M., Croker, S., Zimmerman, C., Höffler, T., & Härtig, H. (2016). The control-of-variables strategy: A meta-analysis. Developmental Review, 39, 37-63.

  • Jirout, J., & Zimmerman, C. (2015). Development of science process skills in the early childhood years. In K. C. Trundle and M. Sackes (Eds.), Research in early childhood science education. (pp. 143–165). Springer.

  • Zimmerman, C. (2014). Developing scientific thinking in the context of video games: Where to next? In F. Blumberg (Ed.), Learning by playing: Frontiers of video gaming in education (pp. 54-68). Oxford University Press.

  • Zimmerman, C. & Croker, S. (2014). Cognitive dynamics on the balance scale task. In P. Bello, M. Guarini, M. McShane, & B. Scassellati (Eds.), Proceedings of the 36th Annual Conference of the Cognitive Science Society (pp. 3161-3166). Austin, TX: Cognitive Science Society.
  • Zimmerman, C. & Croker, S. (2014). A prospective cognition analysis of scientific thinking and the implications for teaching and learning science. Journal of Cognitive Education and Psychology, 13, 245-257.
  • Shelvin, K. H., Rivadeneyra, R., & Zimmerman, C. (2014). Stereotype threat in African American children: The role of Black identity and stereotype awareness. International Review of Social Psychology, 27,175-204.

  • Morris, B.J., Croker, S., Zimmerman, C., Gill, D., & Romig, C. (2013). Gaming science: The “gamification” of scientific thinking. Frontiers in Psychology, 4, Article 607.doi: 10.3389/fpsyg.2013.00607

  • Zimmerman, C. & Croker, S. (2013). Learning science through inquiry. In G. Feist & M. Gorman (Eds.), Handbook of the Psychology of Science. Springer.
  • Morris, B. J., Croker, S., Masnick, A. M., & Zimmerman, C. (2012). The emergence of scientific reasoning. In H. Kloos, B. J. Morris, & J. L. Amaral (Eds.), Current Topics in Children's Learning and Cognition. Rijeka, Croatia: InTech.

  • Zimmerman, C., & Pretz, J. (2012). The interaction of implicit versus explicit processing and problem difficulty in a scientific discovery task. In R. Proctor and J. Capaldi (Eds.), The Psychology of Science: Implicit and Explicit Processes (pp. 228-252). Oxford University Press.

  • Klahr, D., Zimmerman, C., & Jirout, J. (2011). Educational interventions to advance children’s scientific thinking. Science, 333, 971-975.

  • PRESENTATIONS
  • Reiher, J., Croker, S. & Zimmerman, C. (2016, February) Predicting parent endorsement of evidence-based interventions for children with ASD. National Association of School Psychologists 2016 Annual Convention. New Orleans, LA
  • FUNDED GRANTS